How does Mindfulness training change the narratives of young people identified as having behavioural difficulties? An exploratory study

Abstract

Previous research investigating the use of Mindfulness as an intervention has generally taken a quantitative approach, focusing on outcomes rather than processes. The purpose of this research was to develop an understanding of how and why Mindfulness training might influence young people. The study explored the changes in narratives that occur in young people following a Mindfulness intervention, in order to provide an understanding of how such an intervention might facilitate change. Five participants experiencing behavioural difficulties in school (n = 5, aged 11 to 14) took part in the “Mindfulness for Schools” intervention. Two of these participants were interviewed using a semi-structured interview schedule prior to and after the intervention. Interviews were analysed using a multi-faceted, staged approach to narrative analysis. Findings are discussed in terms of participants’ changes in sense of self, self-compassion, use of Mindfulness language and non-judgemental awareness. Potential implications for the practice of educational psychologists (EPs) and suggestions for future research are discussed.

Keywords:

• Mindfulness
• narrative analysis
• education
• behaviour
• intervention

Acknowledgements

The author is thankful to the participating young people for co-constructing this research; you have been inspirational in your desire to improve the lives of others through your involvement in this journey. Thank you also to the family members and school staff who were involved, and to Kathryn Pomerantz, whose wisdom and guidance was invaluable.